Culturally Relevant Pedagogy and its Implications for Retaining Minority Students in Predominantly White Institutions (PWIS)

2013 ◽  
pp. 133-148 ◽  
Author(s):  
Dawn Hinton ◽  
Byung-In Seo
Keyword(s):  
Predominantly White ◽  
Minority Students ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
Relevant Pedagogy

Validating African American Students at Predominantly White Institutions

2000 ◽  
Vol 2 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Sharon L. Holmes ◽  
Larry H. Ebbers ◽  
Daniel C. Robinson ◽  
Abel G. Mugenda
Keyword(s):  
Higher Education ◽  
African American ◽  
Predominantly White ◽  
Minority Students ◽  
African American Students ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
American Students ◽  
Primary Focus

The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

Linking Service-Learning With Sense of Belonging: A Culturally Relevant Pedagogy for Heritage Students of Spanish

2016 ◽  
Vol 17 (1) ◽  
pp. 76-95 ◽  
Author(s):  
Chin-Sook Pak
Keyword(s):  
Service Learning ◽  
Culturally Relevant Pedagogy ◽  
Sense Of Belonging ◽  
Culturally Relevant ◽  
Latino Students ◽  
The United States ◽  
Heritage Speakers ◽  
White Institutions ◽  
Heritage Students ◽  
Relevant Pedagogy

A growing number of colleges and universities in the United States offer Spanish classes intended to meet specific needs of heritage speakers. In predominantly White institutions, beyond the language focus, these classes can also provide Latino students with a unique place on campus to strengthen their sense of belonging in ways that might not be possible in other classroom settings. This article examines the role of service-learning as a culturally relevant pedagogy for supporting heritage students.

Advocacy for Equity: Extending Culturally Relevant Pedagogy in Predominantly White Suburban Schools

2017 ◽  
Vol 119 (1) ◽  
pp. 1-26 ◽  
Author(s):  
April Warren-Grice
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Suburban Schools ◽  
Black Educators ◽  
Racial Uplift ◽  
Suburban High Schools ◽  
Relevant Pedagogy ◽  
Black And Latino

Background/Context This article describes Black educators in predominantly White suburban schools who have used advocacy through the lens of culturally relevant pedagogy and serve as Educational Cultural Negotiators to help the students of color in these spaces academically and socially. This article highlights the advocacy needed to address the plight of students of color in suburban schools who disproportionately lag behind their White and Asian counterparts. Purpose/Focus of Study This research focuses on the experiences and reflections of five Black educators who have directed after-school programs in predominantly White suburban schools. Through their experiences and reflections, this study provides a snapshot—part of a larger study—of the ways Black educators use culturally relevant pedagogy to advocate for students of color. Setting Four suburban high schools in a Midwest metropolitan region of the United States. Research Design Qualitative research (i.e., portraiture) was used to capture the reflections and experiences of five Black educators (18–30 years of experience) in predominantly White suburban high schools. I interviewed participants three times during the course of a year, with the last interview conducted as a focus group. I developed interview questions thematically to provide information on each director's background, the role they played in influencing Black and Latino/a student achievement, their experiences as they helped program participants, their insight on sustaining program directors, and suggestions for educational leaders and educators of Black and Latino/a students. Findings/Results Participants shared a sense of racial uplift to address issues of concern with Black and Latino/a students. Racial uplift manifested in the form of racial and academic advocacy. Racial advocacy came through protecting students from various types of mistreatment, neglect, and macro and micro forms of racism. Educators worked with the staff and students to help navigate and negotiate the racial space. Academic advocacy came through encouraging and supporting students to reach their highest potential though mentor-ship, tutoring, student life workshops, college visits, and cultural field trips.

A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University

2011 ◽  
Vol 13 (3) ◽  
pp. 329-349 ◽  
Author(s):  
Robert T. Palmer ◽  
Dina C. Maramba ◽  
Sharon L. Holmes
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Qualitative Study ◽  
Predominantly White ◽  
Minority Students ◽  
Predominantly White Institutions ◽  
Faculty Interaction ◽  
White Institutions ◽  
Predominantly White University ◽  
The Impact

Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these students. Therefore, the purpose of this qualitative study was to explore factors promoting the academic success of minority students at a research intensive PWI. Four themes emerged, including the impact of: a) student involvement, b) faculty interaction, c) peer support, and c) self-accountability. While this study confirms research about minority students at PWIs, it also provides new insight and provokes questions that warrant further investigation. Implications for practice and research are discussed.

The struggles of minority students at predominantly white institutions

1983 ◽  
Vol 1983 (16) ◽  
pp. 3-15 ◽  
Author(s):  
Ronald W. Saufley ◽  
Kathryn O. Cowan ◽  
J. Herman Blake
Keyword(s):  
Predominantly White ◽  
Minority Students ◽  
Predominantly White Institutions ◽  
White Institutions
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